Ask any teacher what makes learning meaningful, and you’ll hear words like relevance, curiosity, empathy, and hands-on problem solving.
Now what if I told you there’s an approach that brings all of this together?
It’s called design thinking.
It goes back to the 1960s. Herbert Simon was one of the early voices who said design thinking offers a distinct way of thinking, not like the scientific method, but more focused on shaping experiences.
After him, scholars like Bruce Archer, Bryan Lawson, Per G. Rowe, and Nigel Cross studied how designers actually work (Clarke, 2020).
What they found was clear: designers think differently.
They don’t just solve problems, they reframe them.
They start with empathy, focus on the user, test ideas, and aren’t afraid to redesign over and over. In their world, a good design is never final.
Yes, it began in business. But it didn’t stay there. Schools, colleges, and educators across the world now apply design thinking to curriculum, leadership, and learning itself.
As a former teacher, I see so much of it in what we’ve always done: inquiry-based learning, project-based work, experiential methods.
What design thinking adds is a clear mindset, a way to stay grounded in user needs while staying open to iteration.
And now, with AI reshaping education in real time, I think this mindset matters more than ever.
As Gallagher and Thordarson (2018) remind us, design thinking isn’t just a toolkit, it’s a way of leading and learning that keeps people at the center.
Here’s a visual I created to break it all down: what design thinking is, how it works in education, and why it matters for teachers.
Check the comment section for the download link.
1. What is Design Thinking?
Let’s start with two helpful definitions that capture the essence of design thinking in education.
“Design thinking is a people-based, not technology-based, problem-solving approach
that begins with empathizing to gain a deep understanding of the needs of
users. The process is inclusive and collaborative” (Allworth et al. 2021, p. 2).
“a way of thinking—it’s a way of looking at the world that is guided by problem finding, framing, and solving; creativity; human-centeredness; divergent thinking; the idea that anything is possible; comfort with failure; and iteration.” (Clarke, 2020)
Together, these definitions frame design thinking as more than just a method, it’s a mindset. Allworth and colleagues emphasize its collaborative and empathetic nature, reminding us that meaningful change begins with people, not tools. Clarke takes it further, describing a way of seeing and engaging with the world that embraces creativity, ambiguity, and the belief that progress comes through trial and revision.
2. Benefits of Design Thinking
Design thinking offers a practical shift in how we approach teaching and learning. According to Nash and Allen (2022), it gives teachers space to lead meaningful change and brings students into the process as active participants.
It centers empathy, collaboration, and creativity, qualities that support deeper learning and stronger classroom culture. The list below outlines some of the key benefits educators can draw from this approach.
- Empowers teachers to lead change
- Brings student voice into problem-solving
- Focuses on real needs through empathy
- Builds shared ownership and collaboration
- Sparks optimism and practical innovation
- support information literacy skills
- Social and emotional learning
- critical thinking, problem solving, and collaboration
3. Design Thinking Process (Bell, 2008)
Design thinking follows a flexible sequence of steps that help educators create more thoughtful and student-centered learning experiences. The process encourages teachers to observe, reflect, experiment, and adapt with purpose. Below is a breakdown of each phase, along with the core actions it involves.
Empathize
- Observe learners
- Ask questions
- Listen closely
- Sense needs
Define
- Pinpoint the challenge
- Spot patterns
- Reframe the issue
- Clarify focus
Ideate
- Generate ideas
- Explore options
- Mix and match
- Sketch concepts
Prototype
- Draft quickly
- Test small
- Tweak often
- Keep it simple
Test & Refine
- Improve and repeat
Key Traits of Design-Inspired Leaders
Leading with a design mindset means approaching challenges with curiosity, empathy, and a willingness to try new things. These leaders pay close attention to the people they serve, stay open to feedback, and create space for experimentation and shared thinking. Below are four key traits that define this kind of leadership according to Gallagher & Kami (2018):
- Empathetic: They focus on deeply understanding the needs and experiences of students, staff, and communities.
- Curious: They are open to exploration and learning, avoiding rigid answers.
- Collaborative: They invite multiple voices into the design process, especially those closest to the issues.
- Experimental: They’re willing to prototype, test, fail, and refine ideas quickly.
Key Readings
For those looking to dive deeper into design thinking, here are some key readings that offer foundational insights and practical applications across education and beyond.
- Design Thinking, by Nigel Cross
- The Design of Everyday Things, by Don Norman
- Design Thinking for the Greater Good, by Jeanne Liedtka, Randy Salzman, and Daisy Azer
- The Design Way, by Harold G. Nelson and Erik Stolterman
- Change by Design, by Tim Brown
Here is the link to download the poster in PDF format!
References
- Allworth, J., D’Souza, L., & Henning, G. W. (2021). Design thinking in student affairs: A primer. Routledge.
- Bell, S. J. (2008). Design Thinking. In American Libraries (Vol. 39, Number 1/2, pp. 44–49). American Library Association.
- Braun, L. W. (2016). Using design thinking: providing a framework for youth activities. In American libraries (Chicago, Ill.) (Vol. 47, Number 6, pp. 80-). American Library Association.
- Clarke, R. I. (2020). Design thinking (First edition.). ALA Neal-Schuman.
- Gallagher, A., & Thordarson, K. (2018). Design-inspired leadership. In Design thinking for school leaders: Five roles and mindsets that ignite positive change (pp. 1–20). ASCD.
- Nash, J. B., & Allen, R. F. (2022). Perspectives of teachers about design thinking as a lever for change in a school. In K. L. Sanzo (Ed.), Design thinking: Research, innovation, and implementation (pp. 43–69). Information Age Publishing.
